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MANUAL TRAINING 



Cardboard Construction 



BY 



J. H. TRYBOM 

DIRECTOR OF MANUAL TRAINING, DETROIT, MICH. 

Graduate of 

Harvard College; Sloyd Training School, Boston; Massachusetts 

Institute of Technology (Shopwork, Three Courses) ; 

Lehrerbildungsanstalt fur Knabenhandarbeit, 

Leipzig, Germany- 



assisted BY 



ELLEN F. O'CONNOR 

Teacher of Drawing, Prince School, Boston; Graduate of 
Massachusetts State Normal Art School 



ABBIE E. WILSON 

Teacher in the Perkins School, Boston 



Springfield, Mass 
MILTON BRADLEY COMPANY 

1902 

NEW YORK PHILADELPHIA ATLANTA SAN FRANCISCO 



Copyright, 1899, 
By J. H. Trybom. 




THL Llt«AKYOF 
CONGRESS, 

Two Copies Received 

m 6 1903 

COPY B. .. 



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INTRODUCTION 



A Few Principles. — The aim of education is the develop- 
ment of power beneficent to the social organism. 

To have power in a certain field of activity is equivalent to re- 
acting in the proper way on stimuli pertaining to that field. We 
may therefore think of education as having a twofold aim : first, 
to teach how to react ; and second, to secure the taking place of the 
proper reaction. In other words, the result of education should be 
knowledge plus will-power. 

Let us examine very brietiy the role interest in the stimulation 
plays in regard to these two aspects, 

A few quotations from Baldwin's " Mental Development " will 
throw some light upon how new accommodations are secured, and 
the relation of interest to the acquisition of knowledge. 

The accommodation of an organism to a new stimulation is se- 
cured, apart from happy accidents, by the continued or repeated ac- 
tion of that stimulation. We must suppose the development of a 
function of coordination by which the two regions excited respec- 
tively by the original suggestion and the reaction first made coalesce 
in a common more voluminous and intense stimulation of the motor 
centre. A movement is thus produced which, by reason of its 
greater mass and difi'usion, includes more of the elements of the 
movement seen and copied. This is agam reported by eye or ear, 
o^ivins: a new excitement which is as^ain coordinated with the oriiji- 
nal stimulation, and with the after efiects of earlier stimulations. 
The result is yet another stimulation or effort of still greater mass 
and difi'usion which includes yet more elements of the "copy." And 
so on until simply by its increased mass, including the motor ex- 
citement of attention itself, by the greater range and variety of the 
motor elements thus enervated, — m short, by the excess discharge, — 
Mie cop3^ is completely reproduced, the effort being successful. Ob- 
serve a child trying to accomplish a difficult exercise. His whole 

0>) 



INTRODUCTION. 

physical personality becomes concentrated, followed by convulsive 
discharge upon the member which, by habit or previous use, is near- 
est to the copy requirement. He rolls his tongue, bites his lip, 
sways his body, works his legs, winks his eyes, etc., until every 
scheming nerve and tendon bends to the task. 

An examination of the child's earliest voluntary movements 
shows the growth in mass, diffusion, and lack of precision wdiich this 
theory requires. In acquiring the associations of elements mvolved 
in successful handwriting, for instance, the young child uses hand, 
then hand and arm, then hand, arm, tongue, face, and finally the 
whole body. 

The effort thus succeeds by the simple fact of increased mass 
and diffusion of reaction, the useless elements fall away because they 
have no emphasis. The desired motor elements, on the other hand, 
are reinforced by their agreement witli the copy, by the dwelling of 
the attention upon them, by the pleasure which accompanies success. 
Or to restate the above principle of develo})ment in another sentence 
of Baldwin's, it reads : Our organism begins with a susceptibility to 
certain organic stimulations such as food, oxygen, etc. ; these when 
present give pleasure, the pleasure is, physiologically considered, a 
heightened vitality in the central nuclear processes ; this heightened 
central vitality issues in a motor discharge ; from the resultant, 
abundant, and varied movements of this excess discharge, those are 
selected which bring more of these vital stimulations again, and 
these finally keep u[) the vitality of the organism and by the repeated 
excess movements provide for constantly progressive adaptations. 

Pleasure, he says, is physiologically considered a heightened 
vitality in the central nuclear processes, and this increased nervous 
vitality means, of course, a greater facility for accommodation, that 
is, a greater facility for acquiring new ideas. 

This throws some light in a most general way upon the role 
interest in the stimulation plays in acquiring knowledge. 

The other phase of power is the part played by the will. What 
significance has interest in the training of the will? 

Through the fact that some stimulations appear pleasurable and 
others painful, there exists on the part of the organism a desire to 
repeat certain movements or reactions which brought about the 
pleasurable stimuli. Thus we secure the voluntary repetition of 
certain reactions through the attitude of the organism toward previous 
stimulations. 



INTRODUCTION. 5 

This shows the intimate relation of interest to the development 
of will-power. The development of power is therefore conditioned, 
in the first place, by the attitude of the child toward the stimulation. 
We have seen that interest means a greater mental activity, and also 
the possible voluntary repetition of the reaction in the future. The 
acquisition of knowledge and the training of the will are both to a 
great extent conditioned by this attitude of interest. 

The question how to insure a continued interest is therefore of 
vital importance. What are the conditions underlying this attitude ; 
in other words, what is interesting? 

In a general way it is true that the useful reactions are the 
interesting ones. If it were not so life would soon disappear. But 
this general statement helps us little, as we continually see apparent 
exceptions to that rule. 

We may distinguish three stages of interest in the child's life. 
What gives pleasure at one stage m'ay not at another. 

In the earliest childhood the chief source of interest or pleasure, 
giving rise to innumerable movements, is the healthy activity of 
function. At a later stage the result of the movement is the vital 
point. If it is successful, it gives pleasure. The consciousness of 
power is beginning to appear at that stage, and the organism is begin- 
ning to strive for self-realization. That which manifests his power 
is interesting. At a still later stage past pleasures attained through 
a certain activity, together with the ease with which the reaction takes 
place through habits previously formed, will strengthen the impulse 
to be reacted upon again. In other words, we are interested in what 
we can do easily and well. Thus interest depends upon power. 

The objection might be made that a young child does not care 
about power, he may not even be conscious of acquiring power 
through the exercises ; he is interested in making something useful 
for himself or somebody else. On the contrary, the very fact that 
he is more interested in making a box than a simple square card, for 
instance, proves that the theory. is true. The making of a box which 
can be used is naturally a manifestation of greater power to the child 
than the cutting out of a card which might not l)e useful. He is 
delighted to show it or give it to a friend, feeling happy and proud 
in the consciousness of having produced something. The element 
of power is at the bottom of this feeling. 

By its very nature a continued interest must be a growing one. 
It must be gradually increasing with the power upon wdiich it is 



ij INTRODUCTION. 

based. It may without so very great harm waver somewhat at first, 
but it should increase gradually as greater power is attained. 

How can Ave insure this steadily growing interest m manual 
training ? 

The progression of the exercises should be such as to manifest 
to the pupil a constantly growing power. We should never at any 
stage of the work ask a pupil to do what he cannot do well. His 
work in manual training should be a line of continuous victories over 
difficulties gradually increasing, but not surpassing his power at any 
stage. Continued failure is worse than no attempt at all. Success 
is a greater factor in the educational value of manual training than in 
any other subject. 

Let us now try to show through a synthetic method how these 
successive victories over difficulties build up a strong will. 

Every individual effort which succeeds in a certain field will 
add to the consciousness of power in that field. By a certain ar- 
rangement of the exercises a boy is able to get high credit for his 
work. He gets the approbation of the teacher, and, furthermore, 
and this is probably the stronger factor, he sees for himself that he 
has been able to do a certain task well. These experiences are re- 
peated time after time. Every one of these successful efforts will 
add to his consciousness of power in the field in question ; in other 
words, it will add strength to a habit under formation, the moral 
habit of confidence based upon power. 

Confidence means a clear idea of self, that is, a strong will. 

Success in a task is the condition for the formation of this habit. 
The character of the task itself plays only a secondary role. 

Manual training is better adapted to further the development of 
this habit than any other school subject, because the success of the 
effort is apparent to the pupil. He can see for himself whether he 
has been successful or not. 

It is evident, however, that this habit of confidence is as many 
sided as there are fields of activity. Manual training will arouse 
confidence in one's power in anything where similar difficulties are 
present. Success in arithmetic will develop confidence in one's 
power in solving arithmetical problems, etc. ; but we can claim for 
manual training, however, a wide range of application in this 
respect, on the ground that there are common elements in all fields 
of manual activity. And in so far as these common elements exist, 
the confidence gained through a systematically arranged course of 



INTRODUCTION. 7 

manual training can be carried over into other related fields of 
activity. 

There is another more or less general habit which should be the 
particular outcome ot" manual training ; that is, a certain hal)it of 
associating attention with muscular activity. Manual training exer- 
cises should be so arranged that attention to the movements of the 
hand and arm is constantly required to reach the desired result. The 
necessity of concentrating attention on the movements of the hand, 
and the muscle sensations arising in the hand and arm to reach this 
result, will tend to establish a habit of procedure in all manual 
activity, wherever similar elements enter. 

If these results of manual training are to be obtained the pro- 
gression of the models, the method of teachins^, and the character of 
the pupils' work must conform to the above principles. 

THE COURSE* — The following set of models has been planned 
for the fourth and fifth grades in the Boston public schools. The 
children in these grades are from eight to ten years of age. The 
time given to this work is two periods of one hour each a week. It 
was originally planned for the boys while the girls were sewing, but 
it has been tried and found successful with classes of girls. 

The instruction during the first few models should be given in the 
form of minute directions, each step being carefully dictated. Later 
in the course the pupils can work more independently from a draw- 
ing of the development of the model, and during the second year a 
great deal of independent eftbrt on the part of the pupil may be 
brought out by working from a perspective sketch. 

For the educational value of the work, the first few lessons are 
of the greatest importance. In these the foundation is laid for a 
certain working method, a certain procedure in doing the work. If 
the teacher does not emphasize during these earlier lessons, over and 
over again, that the pupils must work slowly and carefully so as to 
reach accurate results, the value of the more interestino- cuttino- and 
pasting exercises later will be seriously impaired. 

In the second year numerous parallel models are introduced so 
as to give an opportunity for choice. The same thing is possible in 
the first year also, as the number of the models is much greater. 

This course would be most successful in the hands of the regu- 
lar grade teacher, but it would form a legitimate part of the work of 
the special teacher in drawing. 

A working drawing on paper of the development of the' model 



8 INTRODUCTION. 

should precede the drawing on the cardboard. This rule should be 
strictly enforced in the first year and the greater part of the second. 
Some of the later models in the second year might be drawn directly 
on the cardboard. 

Books in which to make the drawings are desirable, because 
greater care will be taken by the pupils as to neatness and accuracy, 
and as these books will become the i)roperty of the pupil, they will 
lead to activity at home and thus furnish an interesting occupation. 
A book whose size is especially adapted for the drawings of this 
course has been prepared, in which perspective sketches of some of 
the models are given. These sketches will add interest to the woriv, 
and, far from serving as something to copy, they will lead to inde- 
pendent activity by furnishing the pupils with problems of con- 
structing the development of a model from a perspective sketch. 

The first experiments with this course were begun in the Prince 
and Horace Mann Schools in 1897, and the authors wish to acknowl- 
edge their indebtedness to the principals of these schools for assist- 
ance and encouragement during the earlier experimental stage of the 
work. 

The prol)lem of manual training in the lower elementary grades 
is one that at present attracts a great deal of attention. The value 
of the subject in these lower grades has until lately been almost 
overlooked. We believe the time is coming, however, when the 
relative value of manual trainins: in the different Sfrades will be 
examined with greater care, and we are confident that the verdict 
will be that the educational value of manual training will be found 
greatest in these lower grades. 

This work has been compiled in the hope that it may prove of 
some help in solving this important problem of manual training. 

Boston, Juuo, lbH9. 



EXERCISES, INSTRUMENTS, AND MATERIAL. 



Use of Scissors. — Hold the scissors with the thuml) and sec- 
ond finger. 

Cut slowly on the line with light coming from the left. 

Begin to cut as near the pivot as possible and avoid cutting the 
whole leno'th of the blade. The cuttinof action of the scissors can 
be better controlled if only short distances are attempted with each 
cut. 

The scissors should open with ease, but the joint must not be 
too loose. It is well to have a piece of cloth to wipe ofi" the scis- 
sors after and particularly before using, as the dust which may have 
collected between the blades often makes the scissors open with 
difficulty. 

Good scissors can be bought for $1.80 to $3 a dozen, and no 
cheaper ones should be used for this work. Scissors five to six 
inches in length are convenient sizes. 

Select such as hav^e one blunt point. After having l>een shar[)- 
ened this is used for scoring in the second year. 

Folding. — In folding place one edge of the rule on the dotted 
line, and with the fingers placed under the cardboard bend it upward 
towards the rule, creasing it to an angle of ninety degrees. Then 
remove rule and press the crease more firmly. In creasing small 
surfaces, like laps for instance, it is well to use a small paper folder 
instead of the fingers for bending the cardboard. 

The above applies to the folding in the first year and the first 
eight models of the second year. For the rest of the models in the 
second year a thicker grade of cardboard is used, and the folding is 
done after scoring with the blunt point of the scissors. 

Punching. — This exercise is done with an ordinary conductor's 
punch which makes a hole I" diameter. It is desirable to have 
one punch to every six pupils in the class. After having located the 
places for the holes each pupil in turn can punch the holes in his 
model. 

(9) 



10 EXERCISES, INSTRUMENTS, AND MATERIAL. 

Tying. — The pupils should be taught how to tie a square knot. 
This might best be illustrated to the class by showing the position of 
the tvvo ends with a thick piece of string or cord. 

Knitting cotton serves the purpose best because it fills up the 
holes and so gives a good appearance to the model, but any kind of 
twine may be used. 

Pasting. — It is a good plan to have each pupil supplied with a 
five-cent tube of photo-library paste, but a far more inex[)ensive, 
although not so convenient way, is to buy large tubes and distribute 
the paste on pieces of paper. It may be conveniently applied with 
a tooth-pick or a small strip of cardboard. 

In pasting some of the larger models where several surfaces are 
fastened together, it is well to apply the paste to one or two surfaces 
at a time and then hold them together for half a minute, and after- 
wards continue pasting the other surfaces in the same way, instead 
of applying all the paste at once. 

Scoring. — This exercise consists in cutting half through the 
cardboard to make folding easier. 

The best tool for this is the knife, but the use of scissors for the 
purpose would prove perfectly satisfactory, if the blunt point of one 
of the blades is sharpened for the purpose. This exercise should 
not be introduced before Model 9, Second Year. 

Cardboard. — Two thicknesses of cardboard are used. For 
the first year and the first eight models of the second year's course, 
the weight is 100 pounds to 500 sheets. For the rest of the second 
year, 140 pounds to 500 sheets. 

It may be secured of difterent shades and colors. The gray 
varieties will be found the best for the majority of the models. In 
selectincr the thinner cardboard see that it can be creased without 
breaking. 

DiiAAViNG. — To make exact cutting possible it is necessary to 
have fine distinct lines. A hard pencil is therefore preferable, 
although not so hard that it will tear the paper or cardboard. 

For the first year it is best to have a rule giving 1" as the 
smallest fraction, but for the second year -^^" is necessary. 

If only one triangle is supplied the 45° is preferable. The size 
should be 6" or larger. 

The followino^ lines are used in the drawino-s : 

Heavy solid lines for the outline of an object. 

Light solid lines for construction ^nes. 



EXERCISES, INSTRUMENTS, AND MATERIAL. H 

One-half inch dash lines for dimension lines. These lines 
should be light and made of dashes about ^" long with l" spaces 
between them. 

One-eighth inch dash lines for extension lines and to indicate 
folding. They are made of dashes about J" long with ^" spaces 
between them. 

In placing dimensions upon a drawing a dash line should be 
drawn from one point to another between which the dimension is to 
be given, and the actual dimension should be placed in the line, a 
space having been left for it in the centre. 

Arrow-heads are placed at the ends of these lines, the points of 
the arrow-heads exactly touching the points or lines between which 
the dimension is to be given. 

The figures for dimensions should read from the left or from 
the bottom of the drawing. 

The dividing line in a fraction should always be made in line 
with the dimension line. Place the dimension lines at least l'' 
outside the figure. 

AVhen an arc of a circle is shown, give the radius, and draw a 
very small circle about the centre, and let this small circle take the 
place of an arrow-head. 

PRELIMINARY LESSONS, 

In large classes it will be found advisable to introduce the work with 
a few preliminary lessons. The following are suggested : 

1st lesson. The use of rule as a measuring instrument. 

2d '' The use of rule for drawing lines. 

3d '^ The use of rule for drawing lines of definite lengths. 

4th '• Use of triangle. 

5th " Use of scissors. 

6th " On the different lines. 

The time given to the preparatory lessons would be determined by 
the amount of time given to manual training. If two periods of one hour 
each are given to the work, it would be well to give one period to each of 
the lessons. If only one period a week is given, these lessons must be 
gone through more rapidly. 



12 



EXERCISES, INSTRUMENTS, AND MATERIAL. 



Lesson I. Use of rule for measuring. 
Instrument : rule. 

Draw an oblong on the blackboard about 36" x S", representing the 
rule. 

Divide into twelve equal spaces and write figures as on the rule. 

Show^ to class that these distances represent inches. 

Have some of the pupils come to the blackboard to point out dis- 
tances in inches asked for by the teacher. 

Explain the sign for inches, two dots, and the sign for feet, one dot. 

Have the class show on their rules distances asked for by the teacher 

Call attention to the lines on the rule indicating J", these being the 
longest lines betweeu the inch marks. 

Complete the rule on the blackboard by putting on these lines. 

Have individual pupils point out upon the blackboard distances in- 
volving the J" fraction, the class being asked to show the same distances 
on their own rules. 

Have the class find the dimensions of objects, as books, the top of the 
desk, etc. 

Teach the dimensions, length, width, and thickness. 



Lessox II. 



Use of rule for drawing lines. 
Instruments : pencil, rule. 

Cxive the class pieces of j^aper about C" 
square. 

Show pupils how to hold rule when draw- 
ing lines. 

Direct the pupils to measure l"from the 
top on the right and left edges and draw to a 
horizontal line connecting these points. 

Continue drawing horizontal lines 1" 
apart to the bottom of the paper, dictating 
each step. 

Draw the vertical lines 1" apart. 



Lesson III. Drawing lines of given 
length. 
Instruments: pencil, rule. 

Draw a horizontal line 1" from the top, 
and a vertical line 1" from the left side of 
paper. 

Measure off ^" spaces on the vertical line, 
beginning at the intersection point. 

At the right edge of paper measure J" 
spaces below the horizontal line. 




EXERCISES, INSTRUMENTS, AND MATERIAL. 



13 



Write opposite the dots at the left side the required lengths of the 
lines to be drawn^ making each line -J" shorter than the one preceding it. 
If accurately done, a line drawn through the ends of these lines should 
be strais^ht. 



B 



Lessox IV. Use of triangle. 

Instruments : pencil, rule, 
triangle. 

Draw horizontal line AB 6" long. 

Place the triangle so that one of the 
short sides coincides with AB with the right 
angle at B, draw the line BC. 

In the same way draw the line AD with 
the triangle. 

Measure off 6" on these perpendicu- 
lars from B and A respectively, draw the 
line DC. . "" 

Draw a horizontal line 1" below AB, and construct a concentric square, 
using triangle as before. 



Lesson V. Use of scissors. 

Instruments : pencil, rule, triangle, and scissors. 

The squares drawn in the previous lesson may be cut out in this one. 

Show how to hold scissors. 

It is not a good plan to draw a number of lines on a piece of paper 
and then ask the class to cut on them. This method will have a tendency 
to make the pupils careless in the following exercises. Give them some- 
thing definite to cut out as suggested above. The success they may have 
in the future does not so much depend upon the amount of cutting they 
have had as upon the character of their previous work. It is better prep- 
aration to have cut carefully on one single line than to have carelessly 
used the scissors on a hundred. The teacher will have to remind the 
pupils repeatedly to cut slowly during the earlier lessons. 

Lessox YI. On the different lines. 

As there are four different lines used in the following drawings, it 
seems best to concentrate the attention of the pupils during one lesson on 
the character and use of these lines. The teacher may make a drawing 
on the blackboard in which the typical use of each line, except the folding 
line, is shown, and explain reason for having so many different lines. 
Then the class may draw the lines on paper. 

Note. This lesson had better be postponed until after the first model is 
made. Then the pupils Avill know the length of one-half inch. For the exten- 
sion lines it will be sufficient at this stage to ask the pupils to make short dashes. 



JAN. 6 19031 









OOW 1. 



FIRST YEAR. 



PLAN OF THE EXERCISES. 





First Year. 


Exercises. Model.. 




/No. 1. Rule. 




" 2. Square Card. 




" 3. Tag. 




" 4. Circular Card. 




" 5. Equilateral Triangl 




" 6. Isoceles Triangle. 




" 7. Scalene Triangle. 




" 8. Hexagonal Card. 




" 9. Hexagonal Star. 


Catting 


■'10. Octagonal Card. 


with 


* "11. Rule. 


Scissors. 


" 12. Circle-Maker. 




" 13. Rhombus. 




" 14. Rhomboid. 




" 15. Quatrefoil. 




" 16. Rule. 




" 17. Hem Measure. 




" 18 Trefoil. 




" 19. Table Mat. 




" 20A. Book-Mark. 


I, " 20B. Book-Mark. 


Cutting 


and ) "21. Sled. 


Folding. ( 




' "22. Book-Mark. 




"23. Square Box. 




"24. Wall Pocket. 




" 25. Cubical Box. 




" 26. Catch-AIL 




"27. Handkerchief Box. 




"28. Candy Box. 


Cutting, 


" 29. Basket. 


Folding, 
and 


" 30. Candle Shade. 


"31. Portfolio. 


Tying. 


" 32. Hexagonal Tray. 




"38. Frame. 




" 34. Squjire Candy Box. 




" 3o. Frame. 




" 36. Cabinet Frame. 




" 37. Brush-Broom Holder. 




"38. Court-Plaster Case. 




"39. Letter Holder. 




" 40. Card Basket. 



fl4) 



No. t 



RULE. 



First Year* 



-6" 



i d 4- S 



.1 



1. Draw a horizontal line 6^' long. 

2. Erect perpendiculars at each end, using triangle. 

3. Complete rectangle. 

4. Mark off distances V^ down from A and B, and connect with a 

horizontal line. 

5. Mark off T' distances on AB, and erect perpendiculars at these 

points to the horizontal line just drawn. 

6. Draw another horizontal line J^^' from AB. 

7. Mark off* -V^ distances on AB, and erect perpendiculars to this 

line. 

Note. — Teach the qualities of a rectangle, parallel horizontal and parallel 
vertical lines, and accurate measurements. 



No. 2. 



SQUARE CARD. 



First Year. 




1. Draw a horizontal line 

^'' long. 

2. Erect perpendiculars at 

A and B, using tri- 
angle. 

3. Complete square. 

Note. —Teach the qualities 
of a square. 



No, 3* 



TAG 



First Year* 




1. Construct rectangle A^'X2^'\ 

2. Mark off for corners and find place for hole. 

Note. — Review- facts illustrated in previous lessons. The two small triMu 
gles cut from the corners, when put together will make a square. 



No. 4. 



CIRCULAR CARD. 



First Year. 




Describe a circle, 2" 
radius. 

Note — A preliminary 
lesson may be given on 
the use of the compasses. 
Teach the characteristics 
of a circle and terms used 
in connection Avith the 
same, as centre, radius, 
diameter, circumference. 

This model may be used 
as a mount for a cal- 
endar. 



(16) 



No, 5. 



EQUILATERAL TRIANGLE. 



First Year. 




1. Draw the horizontal line AB. 

2. Take A as a centre and AB as radius and describe arc, 

3. Take B as centre and same radius and describe arc. 

4. Connect point of intersection with A and B. 

Note. — Teach characteristics of a triangle. 

Compare with other triangles and give name " equilateral." 



No. 6. 



ISOSCELES TRIANGLE. 



First Year, 



1 . Draw the base AB. 

2. With centre A and radius 

greater than one-half of 
AB (in this case 4'') 
describe an arc. With 
centre B and same ra- 
dius describe arc. 

3. Connect the point of inter- 

section with A and B. 

Note. — Teach the character- 
istics of the isosceles triangle. 




No. 1. 



SCALENE TRIANGLE. 



First Year 




1. Draw horizontal line AB, ^" long. 

2. With centre A and radius ^" describe arc. 

3. With centre B and radius ?>" describe arc. 

4. Connect point of intersection with A and B. 

Note. — Compare with triangles previously constructed. 



No. 8. 



HEXAGONAL CARD. 



First Yean 




1. Describe a circle, radius 

2. Draw the horizontal di- 

ameter. 

3. Set off radius on the cir- 

cumference from ex- 
tremities of diameter. 

4. Connect the points, com- 

pleting the hexagon. 

Note. — Teach the qualities 
of a hexagon and its construc- 
tion. Compare angles with 
right and acute. 



(18) 



No. 9. 



HEXAGONAL STAR. 



First Year* 



1. Describe a circle, 

radius o". 

2. Set off the radius 

on the circum- 
ference, as in 
No. 8. ^ 

3. Draw the tranofles 

ACE and BDF. 

4. Darken the outline 

of the star. 




No. J a 



OCTAGONAL CARD. 



First Year. 




1. Construct the square. 

2. Draw the diagonals. 
With half the length of 



3. 



4. 



the diagonal as radius 
and the corners of the 
square as centres de- 
scribe arcs, locating 
the corners of the oc- 
tagon. 
Connect points, com- 
pleting the octagon. 

Note. — Teach the charac- 
teristics of the octagon, sides 
and angles. 



(19) 



No, n, 



RULE, 



First Year. 



2 3 4 S 



6" 



1. Construct rectangle -and mark inches and half inches. (See 

Model No. l.f 

2. Draw horizontal line l^^ from AB. 

3. Mark off l^^ spaces on AB and draw perpendiculars through 

these points to line just drawn. 

Note. — Additional practice may be given in the use of the i" fraction. (See 
note, Model No. 16.) 



No, i2. 



CIRCLE-MAKER, 



First Year, 



-lO^ 



^ 



1. Construct rectangle. 

2. Draw^ the centre line. 

3. Divide the line into inches. 

4. Divide the first inch into quarters and the second inch into half 

inches. 

5. Punch holes with a pin. 

Note. — Place a needle-point in one of the holes, and with a pencil-point 
placed in another hole circles of diiferent sizes may be made by revolving the 
circle-maker around the needle-point. 



(20) 



No. J 3. 



RHOMBUS. 



First Year. 




1. Draw the base AB. 

2. Draw an oblique line AC, length = AB, through A at any con- 

venient angle to AB. (60°.) 

3. Take AB as radius and B and C respectively as centres and find D. 

4. Connect D with B and C. 

Note. — Teach the qualities of a rhombus and compare with square. It may- 
prove convenient to construct an equilateral triangle on AB, thus getting the 
60" angle at A. 



No. U. 



RHOMBOID. 



First Year. 




1. Draw the base AB. 

2. Draw AC at any convenient angle to AB. ((30°.) 

3. With C as centre and AB as radius describe arc. 

4. With B as centre and AC as radius describe arc, the two inter- 

secting at D. 

5. Connect D and C, and D and B. 

' Note. — Teach the qualities of rhomboid; compare with rectangle. 

(21) 



No* t5. 



QUATREFOIL* 



First Year. 




1. Construct square, side 2^'\ 

2. Find centre of each side and construct semicircles 



No* J 6. 



RULK 



First Year. 







1 


1 


1 


1 


1 


1 


1 


1 


1 


1 


1 


1 








































f 2 


3 


■f 


5 


1 


1 

<^ — - 


— ■ - 


- 




— - 


— t 












3l 



^cv, 



1. Construct as in Models No. 1 and No. 11. 

2. Draw a line i^' from the base. 

3. Set off y^ distances on the base and draw the perpendiculars. 

Note. — Give some exercises using the i" fraction. 

Instead of making tliis model, the i fraction may be drawn on Model No 11. 



(22) 



No. i7. 



HEM MEASURE. 



First Yean 




1. Construct the rectangle. 

2. Mark off a distance |^' from one end on one side, and 3'^ on the 

other side, and make the drawing for the notches. 

Note. — Explain its application in Sewing. 



No. J 8. 



TREFOIL. 



First Year. 




1 . Construct an equilateral triangle, side 21^^ 

2. With corners of triangle as centres and 1^^^ radius describe the 

arcs. 



(23) 



No. J 9. 



TABLE MAT. 



First Yean 




1. Describe a circle, 

^" radius. 

2. Draw the liori- 

zontal and ver- 
tical diameters. 

3. Bisect quadrants, 

using the com- 
passes, and 
draw the diam- 
eters. 

4. With extremities 

of diameters as 
centres de- 
scribe the arcs 
for m i n g the 
outline of the 
model. 



Note. — Teach Iioav to bisect a line. 



No. 20A, 



BOOK-MARK. 



First Year. 




;t 



Hf>» 



4f 



.^ 



\. Draw a horizontal line 4p long. 

2. From one end set oiF radius \" and describe circle. 

3. Draw lines parallel to the horizontal line, \" from it, on each side 

and complete end of model by vertical line. 

4. Have the parallel lines just drawn extend \" within the circuhir 

part. 

5. Small holes may be punched at the extremities of these lines. 

(24) 



No. 20B. 



BOOK-MARK. 



First Year. 



1 . Construct rectangle 

2^^' X 2'\ 

2. Draw lines inside parallel 

to the sides. 

3. Mark oiF distances and 

draw oblique lines, 
completing the outline 
of the model. 




4 2"-— "^ 



FOLDING EXERaSE, 



>2- 



-H"~ 



:t 



I 



1. Construct square 41^'. 

2. Draw dotted lines (see 

page 11). 



oi^ 3. Fold on dotted lines 



(see page 9). 



(25j 



No* 2\. 



SLED. 



First Year. 




—H" ^ 



1. Construct the rectangle 4^'' X 3^'. 

2. Draw folding lines and complete outline of the model. 

3. On the |^'' dash lines fold the parts A and C at right angles to B. 

Note. — In all the following models, it is well to darken the outline of the 
liacure to be cut out. 



No. 22. 




First Year. 




1. Construct the rectangle 4'' X 2'^ 

2. Find the centre of one of the long sides and connect it with the 

ends of opposite side. 

;Note. — Tie together folded parts with twine or knitting cotton. 
The holes for tying are 5" from the edge on this and the following models, 
when the distances are not dimensioned. 

(26) 



No. 23. 



SQUARE BOX. 



First Year. 



Construct square 5'^ 
and draw lines in- 
side square. 



O O 

O I I O 

O ' ' o 

o o 



No. 24. 



WALL POCKET. 



First Year. 







1. Construct square 

2. Find centre of 
sides, and con- 
nect. 



8f' 



(27) 



No. 25. 



CUBICAL BOXo 



First Yean 






CM 



<N 



8' 






2 ^ 




1. Construct rectangle 8^' X 6^'. 

2. Divide sides into two-inch spaces and 

connect opposite points. 



C28) 



No, 26. 



CATCH-ALL. 



First Year. 




1. Construct square &\ 

.2. Find centres of sides and connect. 



No. 27, 



HANDKERCHIEF BOX. 



o o 

o o ■ 

o 'I o 

O O I 



n 



First Year. 



ih. 



1i 



7 






ii— ^ S' 



-I 



^^J 



13 



•/i^- 



lili 



1. Construct rectangle 13^^ X 8''. 

2. Pleasure off on long sides 1^^^ d'\ \\" spaces : on short .sides 

1^^' and i)" spaces. 

3. Connect opposite points. 

(29) 



No. 28, 



CANDY BOX, 



First Year. 




1. Construct equilateral triangle, 8^' base. 

2. Connect centres of sides with dotted lines. 

3. Draw dotted lines 2\^' from and parallel to those just drawn, 

measurhig on the sides. These last lines should be on the 
other side of the cardboard, therefore they have to be drawn 
on the cardboard after the 8'' triangle is cut out. 



(30) 



No* 29. 



BASKET. 



First Yean 




1. CoiivStruct ^" square, and draw diagonals. 

2. With radius ^" and centre the intersection point of the diago- 

nals describe circle. 

3. Extend diagonals to circumference of circle. 

4. Measure off \^' on the circumference on each side of the diago- 

nals, using compasses. 
6. Connect these points with corresponding corners of the square. 



^.31) 



No. 30- 



CANDLE SHADE. 



First Yean 




1. Construct semi-circle, radius 4''. 

2. With same centre construct another semi-circle, radius 1|". 

3. Indicate the overlapping part by a line from the centre to a point on the large arc 

I" from the diameter. 

Note. — Place the two ends so that they overlap to the line drawn, and punch 
holes through both thicknesses of cardboard at the same time. 



No. 3t. 



PORTFOLIO. 



First Year. 





<N 



/;" ^ _ -l^ _ 




1. Construct rectangle 17" X 12". 

2. Draw lines inside parallel to sides. 

3. Complete outline of laps. 



[32) 



No. 32. 



HEXAGONAL TRAY. 



First Year. 




1. Describe concentric circles, radii 4:'' x 3'' respectively. 

2. Inscribe hexagon in smaller circle. 

3. Draw triangles ACE and BDF. 

4. Extend the sides of these triangles to the circumference of the 

other circle. 



(23) 



No* 33« 



FRAME. 



First Yean 







/l'^ 



-0_7_ 



-2^ 






Tl 



>>0 



•Ioq 
I 



I 
I 



^i" 



^r^ 



1 . Construct rectangle 1 1 1'' X 8i'^ and complete according to drawing. 

2. To facilitate the cuttino- the inside rectano^le indicatino- the 

opening for the picture should be drawn on both sides of the 
cardboard. To get this drawing accurate it may be a good plan 
to perforate the cardboard with a pin or needle point in the 
corners of the rectangle and then connect the points attained 
on the other side of the cardboard. 

3. In cutting out the opening of the frame, make a hole with the 

scissors in the centre and cut on the diagonals to the four cor- 
ners. Then, with the scissors held underneath the frame, 
always cut on the left side of the opening to be made, begin- 
ning near the centre of the bne, and cut up to the corner. 
Having cut the four sides that way, turn the model over and 
repeat the same cutting from the other side. 

Note. — If this exercise is being done with the scissors while reading the direc- 
tions they will seem less obscure. 



No. 34. 



SQUARE CANDY BOX. 



First Year. 




i . Construct square V . 

2. Extend sides \" and connect. 

3. Construct equilateral triangles 

on lines just drawn. 

4. Cut out the model. 

5. Draw dotted lines for laps on 

other side of cardboard. 



'^-'--^'^v 




(35) 



Nos^ 35 and 36* 



FRAMES. 



First Yean 




No, 35o 





No. 36, Cabinet Fr 



(36) 



No* 37. 



BRUSH BROOM HOLDER. 



First Year. 




Back. 

1. Construct rectangle 7^^ X 5'^ 

2. Draw lines parallel with short sides. 

3. Locate centres for arcs. 

4. Complete according to drawing. 
Pocket. 

1. Construct rectangle 6'' X 4|^^ 

2. Complete according to drawing. 

3. When punching holes put the two parts to- 

gether. 

4. The laps are folded towards the side which is 

to be the outside of the pocket when 
fastened to the back. 




(37) 



No, 38. 



COURT PLASTER CASE, 



First Year* 



li" — >j 




formino^ insid< 



rectano'les . 



1. Construct the outside rectangle 5^'' x 41^'^ 

2. Draw the lines parallel to the side; 

3. Construct laps AD and C. 

4. In constructing lap B lind the centre of ab, draw cd and ce : with 

a and b as centres and radius li'^ describe arcs ; complete the 
curves freehand. 



^^8^ 



No. 39. 



LETTER HOLDER. 



First Year. 




c 



J 



^ 



-4i 



v^ 




-if< 



.H %i- 



T 



T 



ijji 



/i 



.■ t- 



^ 



■ i 






.^f.i^ 




1. Construct rectangle 14^' x '^V'- 

2. Draw lines |'^ and ^'^ from each end respectively. 

3. Find the centre of each of these lines, and descri)3e the semi- 

circles. 

4. Locate the centres for the arcs and complete draAving. 

Note. — Part B Avill form another pocket, its lower edge reaching do-wn to 
the folding line between the two other parts. 



l39) 



No, 40. 



CARD BASKET 



First Year. 




1. Describe a circle o" radius. 

2. Draw two diameters at right angles. 

3. With each end of the diameters as centres set off radius (3'') on 

the circmnference. 

4. AYith the twelve points as centres, and l" radius, describe 

circles. 

5. Connect the inner intersection points of each of these circles. 

6. Cut on the circumference of each of these small circles to the 

dotted line. 

7. To fasten laps together, weave a lacing ribbon or string in and 

out through the holes in the laps. Have the ribbon cross 
adjoining laps on the inside of the ])asket. 

Note. — Before drawing the circles be sure that the diameters are at right 
angles. 



to) 



CONGRC98, 

T«>o Copiee Reogivid 



- t*t-*W* lOfBL No. 



ooFv a 



SECOND YEAR. 



PLAN OF THE EXERQSES. 



Second Year. 



Cutting, 
Folding, <( 
Pasting. 



Exercises. Models. 

fNo. 1. Rule. 

2. Napkin Ring. 
3A. Money Bag, 
3B. Money Bag, with 
Cover. 

4. Match Scratcher. 

5. Lamp Shade. 

6. Calendar Stand. 
7A. Envelope. 
7B, Cabinet Envelope. 
8A. Small Frame. 
8B. Cabinet Frame. 
9. Square Box. 

10. Pencil Tray. 

11. Basket. 

12. Cube. 

13A. Handkerchief BoXc 
1;^B. Card Case. 
14A. Triangular Box. 
14B. Stamp Box. 

15. Portfolio. 

16. Round Box. 
17A. Match Holder. 
i7B. Match Holder. 
18A. Box with Covefo 
]8B. Sliding Box. 
19A. Hexagonal Tray. 
19B. Hexagonal Tray. 
20. Pencil Box. 
21 A. Card Case. 
21B. Photograph Case. 
22. Brush- Broom Hi)ldei 
23A. Bill Holder. 
23B. Wall Case. 

24. Paper Holder 

25. Hou e. 



Cutting, 
Folding, 
Pasting, 
Scoring. 



(4()-x, 



No. U 



RULE. 



Second Year. 



2, d 4 S 



This lesson is intended for a review, and may be drawn on paper 

only. 
For construction, see drawing, and Models 1 and 16, first year. 
The fraction -^q'' is added and may be drawn on one or more inch 

spaces. 



No. 2o 



NAPKIN RING. 



Second Year. 




y^^ 



When pasted line AB will coincide with A'B^ 



(41) 



No, 3A. 



MONEY BAG. 



Second Year* 



1. 

2. 



^4 



z 



X 



H 



Construct rectans^le 61-'' 









X 3|''. 

Draw lines inside rectangle, making the outline of the figure 
with heavy lines, and using dotted lines to indicate folding. 

The laps in this and all the following models are f wide, and at 
45° to the dotted line, unless otherwise mentioned. (These 
laps may be made at 60° or 30° if that triangle is used.) 

Paste laps inside of bag. 



No. 3B. 



MONEY BAG. 



Second Year. 




^ 



-A 



/OIOO 



-M 
fO 



H' 



n 



'4 



1. Construct rectangle 1\" x 3V', and complete drawing like the 

previous model. 

2. In drawing the covering lap, notice that it is folded -^^" above 

the diameter of circle. 

(42) 



No. 4. 



MATCH SCRATCHER. 



Second Year. 







\ 




y 




1 7\ 

1 


1 . Construct outside rectangle . 




i^— 


fOOO 








2. Draw lines inside ^^^ from 


\ 












/ 












T 




the sides. 
















3. Measure off |^^ from each 
















1 


corner on each side of 
the outside rectangle. 
4. Mark off V on the lines 


, 1" 


-f- 








CSi 




1 


drawn inside, measuring 


















from the outline. 
















\ 




5. Connect corresponding 




















points (see drawing). 


y 










" 


. 


k 
















6. Draw small rectangle, defin- 










--. 1 


ing place for the sand- 






1 










paper. 




/^ 




"\ 








k- 




— 


2f- 




-1" 




\ 
\ 



No. 5. 



LAMP SHADE. 



Second Year. 




1. When pasted B'D^ will coincide with BD, 



(43) 



No. 6. 



CALENDAR STAND* 



Second Yean 




Construct an equilateral triangle on AB, and then on AC and on BC. 

Note — The size of this model may be modified according to the size of the 
calendar. 



No. 7A. 



ENVELOPE. 



Second Year. 




i--Ioo 



I^ 



L _>^ 



1. Construct 11^^ X '^" rectangle and draw the lines inside parallel 

to sides. 

2. Drawings of laps A and C are similar. 

3. Construct lap B similar to lap D, then extend on lap B oblique 

lines ^" beyond the rectangle and connect. 

4. Fold B first, D second, and C third. When pasted, apex of 

lap C should come directly in the centre just over edge of lap D. 



No. 7B, 



CABINET ENVELOPE* 



Second Year. 






ff- 



See previous model. 



(45) 



No. 8A. 



SMALL FRAME. 



Second Yean 




1. Construct rectangles and measure off 

for the corners. 

2. The back and part of the support are 

indicated hi the drawhig hy dotted 
lines, the edges being invisible. 

3. The back, which is 5\'' X 4'% may be 

made of })aper. 

4. The support is a separate piece of 

cardboard. 



(46) 



No. 8B. 



CABINET FRAME. 



Second Year. 



Hc>; 



TT 



H^ 






^. -IN 



i— 



l| 



7" 



^4 



For construction see previous model. 



(47) 



No, 9. 



SQUARE BOX. 



Second Year. 



r^f 



Tl 



^, 



.T ' 



Construct large square. 

Draw lines inside parallel to sides. 

Draw diagonal in each small square thus obtained 

Note. — On this and following models the broader point of the scissars is dsed 
for scoring; that i^, the folding is facilitated by cutting half through the card- 
board, the broader point of the scissors having been sharpened for the purpose. 
(See page 10.) 



No. to. 



PENCIL TRAY. 



Second Year. 



\ 




^ 


vr 

i 


/I 


r ' ■ ~ 


t\ 


a- 

1 


^3'_ 


,. 


^r_ 


li 



7I- 



as) 



No. n 



BASKET. 



Second Year. 



Construct rectangle 3^" 

X 2J". 
Extend sides of rectano:le 




The centres of the sides of 
tlie rectangle are also 
the centres of the arcs 
forming the outline of 
the opposite side of the 
box. (See drawing.) 

Make handle 5" X f" 
and fasten as shown in 
sketch. 



No. n. 



CUBE. 



Second Yean 




10 



This model may be used for a bank by cutting a small opening in 
one of the sides. The point of the scissors may be used for this 



cuttmg, 



(49) 



No. BA. 



HANDKERCHIEF BOX* 



Second Yean 



^ 



2L 



~As ^ 



-S£— 



^ '/G ^ 



ITTT^- 



\-/-' 



I3i 



k-l{"~ 






Oo 



^-j«S 



-n1'_>J) 



1. For construction see Model 27, First Year. 

2. Draw laps. 

Note. — When pasted the cover will overlap tlie sides of the box. 



(50) 



No. I3B, 



CARD CASE. 



Second Yean 



\r 



A 



X 



VU- 






in^-i 






ley:] 






No. HA. 



TRIANGULAR BOX. 



Second Yean 



1. Construct equilateral tri; 



Set off I" on the sides from 
each corner and connect 
corresponding points. 
From the apexes of the inner 
triangle draw lines perpen- 
dicular to the sides of 
equilateral triangle. 
4. For the size of laps 
see drawing. 




(51) 



No* HB. 



STAMP BOX. 



Second Year. 




2. Draw the lines perpendicular to the sides, extending one inch. 

3. Connect and draw laps. 

4. On the side where the cover is attached ^V^^ is added to the 1" 

1 b 

lines; thus the cover is folded on a line ly^g'^ from the l^ottoni 
of the box. 

5. The cover overlaps ^^ beyond the edge of box. 



^52) 



No* t5. 



PORTFOLIO. 



Second Year* 



X^ 




//<; 







-^4.^^. 
^ 4-^g 






^ 



^ 



'8 



-/O: 



1. Construct rectangle 13^-^' X lOf^' and complete according to 

drawing. 

2. The Lip forming the cover h folded on a line l'' above the edge 

of the pocket ; the bottom of pocket is -^q'' wide. 



r58) 



No* J6> 



ROUND BOX. 



Second Year. 







^AAAAA-AAA'A/^fWAAAAAAAAO : 



8i 



1. Construct rectangle 8 J'' X 1^^' and draw the laps. 

2. AVlien the ends of this piece have been pasted, the Iwttom is put 

inside, the laps being pasted on its bottom surface. 

3. Make another circular piece with diameter yL'^ larger, and paste 

it on to the other bottom piece outside the box. 



(54) 



No. \7K 



MATCH HOLDER. 



Second Year. 




1. For the constructioD of back see drawino:. 

2. The pocket will require a piece of cardboard 6" X 3J-". 



3. 
4. 

5. 
6. 



3" X 2|' 



Draw the oblon< 

Fmd centres of 3" sides and connect. 

Construct equilateral triangles and laps. 

The place for the pocket is indicated by the larger rectangle 

on the back. The smaller rectangle shows the place for a 

piece of sandpaper. 



(55) 



No. HB. 



MATCH HOLDER* 



Second Yeat. 




Back : 

1. Construct rectangle 5" 

2. Draw the lines parallel 

to sides. 

3. Find centres for arcs 

and complete outline. 
Pocket : 

1. This part will require 

a piece of cardboard 
6" X 5". 

2. Draw rectangle 4^" X 

3. Draw lines parallel to 

short sides of rec- 
tangle and construct 
equilateral triangles [ 
and laps. 

Note. — The pocket is 

pasted to the back by ' 

surface C. I 

The surface marked B t 

serves as a cover. ^ 



r;J 



W 




(56) 



No. J8A. 



BOX WITH COVER. Second Year. 










For construction see Model y, Second Year. 



f5f) 



No* J5B. 



SLIDING BOX. 



Second Year* 




o 






1^ 



11 - 
^/6 






f58^ 



No* J9Ac 



HEXAGONAL TRAY. 



Second Yeat 



I 




1. Describe circles, radii 2^^ ^^^d 3|^^ respectively. 

2. Inscribe the hexagons and draw the lines definino^ the sides of 

the box. (See Model 32, First Year.) 

3. For size of laps see drawing. 



C>9) 



No. 19B. 



HEXAGONAL TRAY. 



Second Year< 




1. For construction see previous model and No. 32, First Year. 



(60) 



No* 2a 



PENCIL BOX, 



Second Year* 







k — 



■Zi 



i" ' 



8- 






i" 




Note. — Partitions, one lengthways in the middle of the box, with laps attached 
to the ends and bottom, and another across the one-half of the box, may be made as 
illustrated in sketch. 



(61) 



No, 2tA. 



CARD CASK 



Second Year- 








-}■ 



I 






24" 




4 



2- 



— >i 



1. Constmct rectangle 1\'' X 6|'' and draw linea inside parallel to 

sides. 

2. For construction of the covering lap see No. 37, First Year. 



f62) 



No. 2JB, 



PHOTOGRAPH CASK 



Second Year* 




See previous model. 



:^3^ 



No. 22, 



BRUSH-BROOM HOLDER. 



Second Yeai^. 




For construction see Model 39, First Year 

jSToTE. — In this model paste pocket to back with laps inside. 



(64^ 



No. 23A. 



BILL HOLDER. 



Second Year. 




1. Construct rec;tangle IQi" x ^". 

2. Draw lines inside recttino'le j)arallel to sides. 
6. Describe arcs. 



(65) 



I ' ll. I 



No* 23B. 



WALL CASE. 



Second Year. 








am 






1. A piece of cardboard 91" X S}" is re- 
quired for the model. 

2. Construct square 5^^ 

3. Find centre of one of the sides and 
decribe laro;e semicircle. 

4. Set oft* on the circumference two 
spaces 1^" each from each end of 
diameter. 

5. Connect adjoining points. 
(). Erect perpendiculars from these points 

to each of the lines just drawn. 
Measure oft" 1^" on the perpendiculars and connect. 
Make drawing of laps and the part forming the back. 

(66] 









,--iAr»?jii4*? 



No* 24, 



PAPER HOLDER* 



Second Year* 



,,;'1iiMA^'^" 



— „f 



^f 



V 



\ 




X 



^4 




z 



-A 
:4 

-5( 



N4^^^^ 



(67 



^^^^^^^ 



No, 2S 



HOUSE, 



Second Year. 




(681 



No. 25. 



HOUSE. 



Second Yean 




1. The smaller detail drawings represent the roof and the chimney. 
This model may be made very interesting by adding decorations 

suggested by teacher. 
The blinds may be indicated in pencil on the house. 
Roof, chimney, door, and blinds may be tinted in water color if 

it is accessible. 
Awnings of paper may be made for windows, the glass of the 

latter represented by mica, and, if the house is pasted on to a 

stiff piece of cardboard or cover of a pasteboard box, a yard 

may be suo^gested. 



im) 



mtm 



M 6 1903 



nvHSH^isvnmmni 



uuyuj 





LIBRARY OF CONGRESS 



110 019 821 841 8 







